Running head: LEARNING OUTCOME NARRATIVE

Learning Outcome Narrative

Anna Ramirez

Seattle University

SDAD 5900: Capstone

Dr. Yamamura

April 4th, 2021

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Learning Outcome Narrative

As a Student Affairs professional who worked in the field for several years before applying

to the Student Development Administration (SDA) program, I often felt like I was missing pieces

of knowledge or experiences to have a more holistic understanding of the field. Through

mentorship from an SDA alum, they challenged me to think critically about the skills I needed to

develop as a professional, harnessing my personal experiences as a first-generation and low-

income student, as well as reflect on the values that led me to work in a community college setting,

including community, social justice, collaboration, and supporting others from my community in

their post-secondary goals. Their encouragement led me to apply to the SDA program. Guided by

the SDA learning outcomes (LO), the three years I have spent in the program has fostered academic

and professional growth allowing me to integrate my knowledge in the field and learning in the

classroom, which has allowed me to become a more reflective, critical and thoughtful professional.

Throughout my narrative, I will describe some of the ways I have engaged the learning outcomes

in an academic and professional context and implications for future practice.

Learning Outcomes

LO 1: Understanding the foundations and emerging nature of the Student Affairs profession and

higher education

I define LO 1 as, understanding how the historical and emerging context of Student Affairs

has an effect on current policies, practices, and on larger systems of post-secondary education.

And through use of research and theory informed practice practitioners have frameworks to guide

the growth and development of students, and the knowledge to create meaningful changes to our

field moving forward. This manifests in my professional work through application of student
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development theories into my role as an academic advisor. My strength in LO 1 is being able to

apply theory to practice to make informed recommendations for program changes.

In Artifact C (Best Academic Work), I used multiple student identity and development

theories, including Pope, Mueller & Reynolds Multicultural Competence (2004) which relates to

the knowledge, skills and awareness that one must have to work with someone culturally different

than oneself, Strayhorn’s Sense of Belonging (2018) which refers to students’ perceptions of

support and connectedness to campus as well as feelings of acceptance and being valued which

varies based on students’ social identities, and Renn’s Ecological Theory of Mixed-Race Identity

Development (2000) which discusses the complexity of mixed race students experiences and

identity development, to discuss the strengths and limitations of the theories and made connections

to how these theories can inform practice to support sense of belonging for those that identify as

mixed-race individuals on college campuses. Artifact D (Best Demonstration of Professional

Practice) demonstrates my skill in research and identifying emerging practices in the field. During

this project I reviewed literature to identify key areas that support students experience in summer

college access programs and identify emerging practices to inform a program our group developed

for the Seattle Youth Initiative (SUYI). In my professional work I exhibited my ability to translate

theory to practice when assisting in the implementation of a new flipped advising model where

students complete an online orientation, then have an in-person advising session. When creating

the online orientation, we had the opportunity to turn what was viewed as transactional into an

intentional step in creating relationships with students and allowed me to communicate effectively

the need to integrate theories, such as Strayhorn’s Sense of Belonging (Strayhorn, 2018). By

centering this theoretical framework, we were able to make well thought out decisions and
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incorporated student voice to ensure that new students felt a sense of connection to our campus

early on and had resources to connect to campus resources that supported their needs and identities.

An area of growth that I am eager to explore in greater depth is student development theory.

During Student Development, Theory, Research and Practice (SDAD 5400) we highlighted many

theories which I would like to review in more detail, learn how professionals view them now and

the context that informed their creation. In addition, there were many important theories that we

were not able to cover, such as Sanford’s Challenge and Support theory (1962). This theory

highlights the need to offer a balance of challenge and support to be effective; otherwise, growth

does not take place. In advising, this is a key piece in ensuring that students have the support

needed and build confidence in navigating their time in Higher Education. Moving forward, I will

seek to understand how theory informs practice for other professionals, while also seeking

development opportunities such as conferences and webinars about current and emerging theories.

LO 2: Understanding students and student issues.

I define LO 2 as, Student Affairs professionals require the use of a student-centered

approach to view students holistically as they bring with them identities and lived experiences that

impact their experience on campus. Understanding individual and systemic issues that impact

student’s ability to enroll and persist in college while empowering students and advocating

alongside them regarding issues that are important to them and their communities. This manifests

in my work as utilizing student feedback and a critical lens to identify and address barriers that

impede student success. A strength in LO 2 is using a student-centered approach and use of

multicultural competence (Pope et al., 2004) knowledge, skills, and awareness to create authentic

relationships with students and support them in ways that are relevant to them.
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In Artifact C (Best Academic Work), I demonstrate the need to utilize identity development

theories as professionals to create meaningful relationships with students that hold different

identities than our own to gain insight on their strengths, needs, and challenges as they navigate

Higher Education and provide equitable services (Pope et al., 2004). Further, I emphasize the need

for theory to incorporate multicultural competence, or to integrate multiple theories to do so, to be

relevant for diverse student populations (Pope et al., 2004). Artifact D (Best Demonstration of

Professional Practice) highlights my ability to work with a team leading with multicultural

competence to pull from our experiences, the context for the project, and let the expertise of those

that grew up in the area inform our understanding of the population served by SUYI. Incorporating

other theories, such as Yosso’s Community Cultural Wealth (2005), which highlights the cultural

knowledge and skills that students of color possess, to design programming that was culturally

responsive and supportive for the SUYI students’ communities was necessary to ensure were

affirming and empowering students. In practice, I utilize various means to understand student’s

needs, including basic counseling skills taught in Basic Counseling (COUN 5910), using active

listening and questions, such as “who is your support system?” to understand how students’

identities, values, and cultural backgrounds inform their experience and needs.

An area of growth for LO 2 I will focus on is a continued exploration of identity

development theories to gain a greater understanding of student’s experience and how to integrate

additional opportunities for supporting identity development into my practice and seek research

regarding community college student issues. Artifact C (Best Academic Work) highlights that

attention is needed to create additional resources appropriate to aid students in their identity

development. Through my research project in Introduction to Educational Research (EDUC 5000),

highlighting mental health resource needs at community colleges, there is a great emphasis on the
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need to continue to research community college students’ needs and issues, as research tends to

focus on the university setting. In the future, I will review journals and attend workshops to further

my understanding of identity development and continue learning to enhance my own identity

development to support students or colleagues with similar identities do the same.

LO 3: Exhibiting professional integrity and ethical leadership in professional practice

I define LO 3 as, personal and professional values that guide decision making around laws

and policies that impact students and the institution while balancing care for our students’ needs

and lived experiences. This requires an understanding of our duty to lead and act ethically to create

inclusive and equitable colleges, address systemic barriers, and support the development of

students, colleagues, as well as ourselves. This manifests in my work through a firm understanding

of laws, policies and practices that inform my work as an advisor, while also pushing to make

policies and practices more equitable for students and colleagues. My strength in LO 3 is upholding

laws, policies, and personal values that guide my work as a community college professional.

In Artifact B (Mission Statement), I highlight my philosophy for leadership and how my

values guide my practice in my work with my team to create supportive spaces for students. In

Higher Education Law (SDAD 5800) I researched predatory practices in Higher Education, which

highlighted the importance of ethical leadership at the state and federal level to enact laws and

policies to deter predatory practices, such as the Degree Granting Institutions Act, as well as the

need for professionals that lead with integrity. In my role as an advisor, I often have to balance

ethical standards mandated by the state, including rules around gift giving, de minimis use of state

resources, and many more to ensure that I am upholding state guidelines as a state employee. This

presents unique challenges while balancing the respect for students, such as efforts to show their

appreciation and giving of small gifts or food that may be meaningful to them and their families.
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Areas of growth in LO 3 were exemplified in Higher Education Law (SDAD 5800) through

my exploration of predatory practices, and Leadership and Governance in Post-Secondary

Education (SDAD 5760) through discussions of governance, which demonstrated the need to

continue to learn more about integrity and ethical leadership along with the laws that govern ethics

at the state and federal level. Moving forward, I will connect with colleagues through informational

interviews to develop a greater understanding of how other professional approach integrity and

ethical leadership, model ethical leadership to newer professionals, and provide advice to

colleagues about situations we consult each other on.

LO 4: Understanding and fostering diversity, justice and a sustainable world formed by a global

perspective and Jesuit Catholic tradition

I define LO 4 as, creating authentic relationships allows professionals to understand

students’ and colleagues’ backgrounds and varying experiences while being reflective and critical

of the barriers that limit equity and inclusivity on our campuses and ensuring the campus

community has opportunities to form a global perspective centered on diversity and justice. This

manifests in my work as utilizing Jesuit traditions which allow me to be reflective in my approach

and emphasize cura personalis, or care for the whole person, in my work. A strength in LO 4 is

supporting students through aspects of personal development in and out of the classroom.

In College Access (SDAD 5740), reflection papers and assignments allowed me to

integrate research and reflection to examine the identities I hold, my privilege, personal values and

experiences, and how they influence the way I show up as a practitioner and my understanding of

the world. Also, through coursework students were able to put theory to practice to assess and

critique college access initiatives through research and evaluation of established programs to see

how they support or could improve to greater support equity and justice in Higher Education. In
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addition, Artifact B (Mission Statement) emphasizes my values as a professional to holistically

support students in their development and preparation in transferring or entering the workforce to

be well prepared and informed global citizens. In my work, I build relationships with students

through use and promotion of multicultural competence (Pope et al., 2004), and help students to

be reflective in their choices and understand importance of learning about other perspectives and

experiences through coursework and campus engagement. Often recommending classes that will

challenge or expand their worldview and to think critically about how their classes prepare them

for their intended career, and how their career path aligns with care and concern for others. While

also keeping in mind that students’ decisions are not always an individual decision, and many are

the first in their families to attend college.

An area of growth in LO 4 was emphasized in Adult Learning (EDUC 5130), through a

written assignment where I focused on globalization and the impact on first-generation adult

student’s college choices, highlighted the need to seek additional understanding about Higher

Education internationally and the impact of globalization. In addition, identifying social justice

frameworks used in an advising capacity will help me to gain a greater understanding of equitable

practices and ways of structuring our work to benefit student’s needs. I will commit to enhancing

my knowledge of Jesuit values and social justice through learning opportunities, such as

mentorship, attending conferences, staying current on journals and publications by social justice

scholars, and by joining community groups through professional associations.

Learning Outcome 5: Adapting student services to specific environments and cultures.

I define LO 5 as, the commitment of student affairs professionals to remain flexible and

culturally responsive to students and the community’s evolving needs, while recognizing students’

strengths and adapting practices to address their specific needs and understanding the external
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factors that play a role in students experience and success. This manifests in my practice by

adapting outreach and advising services to ensure that students have the information needed to

make well informed decisions. A strength I have in LO 5 is to build relationships and individualize

conversations to meet the needs of those I am working with to build comfort and connection

reflecting multicultural competence (Pope et al., 2004) and authentic care.

In my previous role as a Getting Started Specialist, I regularly assisted students through

aspects of the onboarding process to meet students individual needs to navigate getting started,

which aligns with my mission highlighted in Artifact B (Mission Statement), to serve as a

navigational support for the community to accomplish their personal, academic and professional

goals. For example, I often helped students with minimal computer literacy skills apply so they

could sign up for a community education course, would visit other offices with students to ensure

the student understood the steps needed to secure funding and became acquainted with other

support staff on campus. Also, I often advised entire families about a student’s career choices,

understanding that the decision to attend college is often a collective decision, and students often

have other roles in addition to being a student. This required that I adjust the conversation based

on the student’s commitments and goals to ensure they were aware of program choices, modalities

available, resources, such as basic needs support, academic and social support resources to ensure

they had the information needed to feel confident balancing college and their other roles.

Furthermore, I worked with a team to bring the process to enroll at our institution to students in

their high schools so that transportation for low-income students was not a barrier, to change

students’ perceptions about our college and community college in general, and fostered a sense of

belonging early (Strayhorn, 2018). We provided the steps to get started at their high schools, which

led to an end-of-year event where we brought students on campus to register and engage with the
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campus community. Catering the experience for each school’s diverse student body to ensure

student understood the support available to them to see that our college could be a good fit for

them. In Best Practices (SDAD 5750) my group for the final project focused on best practices for

TRiO advising and connected with professionals across the West Coast to discuss how their

campus cultures and TRiO policies guided their work, and how they adapt services to meet

students’ needs. Leading to a greater understanding that student needs and supports may vary by

geographical factors, such as population differences, school or college system and state policies.

An area of growth in LO 5, includes the need to incorporate the exploration of emerging

practices into my practice. Informational interviews I completed in Independent Study (SDAD

5960) emphasized that you do not always have to create every idea for it to be useful in meeting a

challenge or program need but thinking creatively and adapting those to the needs of students is

paramount. Moving forward, I will research emerging practices to substantiate recommendations

for program or policy changes and create new best practices when appropriate.

Learning Outcome 6: Developing and demonstrating skills in leadership and collaboration

I define LO 6 as, the ability to reflect on the values that guide one’s own leadership style,

recognizing the importance of authenticity, connection and collaboration., and the importance of

building and maintaining positive relationships with colleagues and community partners. This

manifests through reflecting on the values that guide my work and how I show up as a collaborative

professional. My strength in LO 6 is the understanding of how my values help inform my

leadership style and navigate group dynamics to ensure tasks and goals are met.

Artifact D (Best Demonstration of Professional Practice) shows my ability to collaborate

with a diverse team to utilize the strengths and experience of each member to create responsive

programming for the Seattle Youth Initiative (SUYI). In addition, in Artifact B (Mission
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Statement) I highlight my leadership approach as a collaborative Student Affairs professional. As

a Getting Started Specialist, I worked with a small team to plan and execute outreach events at

local high schools to bring the process for high school seniors to enroll at our college to them,

which lead to an end-of-year event called College Signing Day. I aimed to make each step of the

process easier and more efficient to execute each year, while seeking to make the events more

meaningful for students and allow them to connect and build community. Group and

Organizational Dynamics for Diversity and Inclusion (STML 5750), allowed me to explore various

aspects of group dynamics in organizations, including roles, role conflict, task and sentient

systems, values, and process consultation for groups in conflict allowing for greater understanding

of ourselves, the roles we take, and our colleagues.

An area of growth I need to work on is continuing to strengthen my leadership skills to be

an emotionally intelligent and effective leader. In Foundations of Leadership Formation (MGMT

5305), we used a tool called the Leadership Circle Profile, which helped students identify whether

we were operating from reactive or creative tendencies and identified several areas where further

improvement will enhance my ability to lead high functioning teams. Artifact F (Professional

Development Plan) highlights several areas of focus, including managing others and conflict

management, to engage professionally and to enhance leadership skills. Moving forward, I will

seek positions that leads others, and through informational interviews and mentorship learn about

leadership approaches that professionals in the field utilize to evolve my personal leadership style.

Learning Outcome 7: Utilizing assessment, evaluation, technology & research to improve practice

I define LO 7 as, ensuring effectiveness of programs, policies, and practices in meeting

student needs and institutional priorities through use of assessment, evaluation, technology and

research to improve practice. This manifests in my work through reviewing research and
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technology used to inform best practices. A strength in LO 7 is identifying ways technology and

best practices can be utilized to aid in greater support or create efficiencies.

Artifact D highlights my ability to research best practices in programming, then my group

worked together to apply the themes and relevant practices to the design and of a Summer program

for SUYI. In College Access (SDAD 5740), I completed extensive research on promise

scholarships across the country to aid my knowledge around the topic and assess what practices

have seen greatest success, as well as where there are opportunities to adapt practices to be most

impactful. In my work as a Getting Started Specialist, I worked with a team to configure, and

utilize a Customer Relations Management (CRM) system on a daily basis. This system helped us

to gain data on several key points to inform decisions, including emails being opened by recipients,

links being clicked on in email communications, prospective to enrolled student metrics, and

several other points which allowed us to do intentional outreach to prospective and new students.

An area of growth in LO 7 is the advocating for the regular use of assessment and

evaluation in my work. In my experience thus far, access to data metrics is often hoarded above

entry and mid-level positions. To ensure that we are closing equity gaps it is going to be especially

important that we have transparency and access to data to inform our decisions and evaluate our

services in the functional areas in which we work. As an advisor, if I can see how students perceive

and rate my efforts to support them, or view data about my caseload to inform when I should

outreach to students that will help me to alter my approach when needed to be more effective.

Introduction to Educational Research (EDUC 5000) highlighted the importance of understanding

and implementation of research to be critical scholars beyond satisfaction surveys, and Artifact F

prioritizes opportunities for growth and development in in this skill, as my experience has been

minimal thus far. Moving forward, I am going to join learning communities focused on assessment
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and research, stay abreast to the research taking place at the state and national level guiding

policies, and push for greater transparency and access to data used at the institutions I work to

make data informed decisions.

Learning Outcome 8: Communicating effectively in speech and in writing.

I define LO 8 as, student affairs professionals must have clear communication with students

to ensure that information is interpreted and applied to aid student success, with staff and faculty

across the institution to foster collaboration and relationship building to create supportive

institutions and must remain adaptable to engage and create connection with community partners.

This manifests in my ability to clearly effectively articulate messaging through presentations,

leading team and student meetings, phone and email. My strength in LO 8 is adapting my message

and delivery based on the individual or group I am communicating with to address their needs.

In Basic Counseling (COUN 5910), I learned many counseling responses that helped to

build skills I use guide my conversations with students and build trust and connection through

intentional information sharing, which has been helpful as I work with students who share personal

information with me who share similar experiences, or when students are verbalizing something

inconsistent with their actions, I can challenge them respectfully to think reflectively about the

disconnect. Artifact A (Resume Development) demonstrates my ability to clearly explain my

professional experience which I adapt to the positions I apply to and highlight my experience that

meet the qualifications for the position. Additionally, Artifact C (Best Academic Work) allowed

me to practice articulating the complexity of theory concisely to convey the limitations and

implications for practice in somewhat plain language. In practice, I manage a caseload of students

with varying needs and requirements, which requires the ability to simplify and clearly explain

complex information. For instance, I have many Running Start and Veteran students, and each
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group has processes that they must follow to receive funding and navigate their time at the college.

This also requires that I communicate effectively to campus leadership to enact changes in policies

and practices when there are barriers for students.

Areas of growth in LO 8 include, strengthening my ability to recall counseling responses

quickly. In Basic Counseling (COUN 5910), I learned that these responses help aid my ability to

listen, support, and challenge students when needed, especially in difficult conversations.

Practicing these responses will allow me to use them more naturally and allow me to guide

conversations with students with greater ease. To address this area of growth, I will seek

professional development opportunities for counseling, such as workshops and webinars, and help

new colleagues learn the benefit of utilizing counseling responses when training.

Learning Outcome 9: Understanding issues surrounding law, policy, finance, and governance

I define LO 9 as, understanding the laws, policies and governance structures that guide the

profession, as well as familiarity with compliance and issues, and how they impact institutional

policies and practices. This manifests in my work through discussions about each aspect as they

apply to advising and the institution. A strength in LO 9 is knowledge of local and national Higher

Education laws and policies, and ability to interpret laws and policies for students and constituents.

In Higher Education Law (SDAD 5800), I explored the impacts of state laws regarding

gainful employment to better understand the history and context behind laws that guide rules for

college program approval and evaluation, as well as the Degree Granting Institutions Act and

predatory practices within Higher Education to gain greater understanding of the nuance and legal

ramifications for institutions. In addition, Artifact A (Resume) highlights my experience

interpreting laws and policies, such as FERPA, so that students understand their rights under the

law. In practice, I served as the Vice Chair and Chair of the Exempt Staff Council, and a member
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of the College Council, which was the governing body at my former institution that focused on

campus wide initiatives which allowed me to explore collaborative leadership, gain a greater

understanding of governance structures, and work closely with key leaders across campus.

An area of growth for LO 9 is the need to better understand finance at the federal, state,

and institutional level. In Higher Education Law (SDAD 5800), my look at gainful employment

highlighted the need to further explore how other laws and policies impact campuses funding.

Artifact F (Professional Development Plan) also demonstrates the need to focus attention on

gaining experience with budgets, grant writing, and additional aspects of campus finance. In the

remainder of my time in SDA, I will utilize remaining coursework to take Grant Writing (NPLR

5640). Last, I will seek opportunities to learn about how finances differ at different institutional

types through research and conversations with professionals who manage program budgets.

Learning Outcome 10: Establishing and enhancing professional identity

I define LO 10 as, student affairs practitioners utilize personal values and experience to

guide their work as a professional, employing reflection and self-awareness to seek growth and

development through networking and professional development. This manifests in my work

through reflection of how I show up as a community college practitioner, and dedication to the

profession. A strength in LO 10 is demonstrated in my commitment to growth and development.

In practice, I have held a variety of positions which have given me the ability to lead

campus wide committees and shared governance bodies, such as the Exempt Council and hiring

committees, lead small teams of employees and student workers, which gave me an opportunity

to gain leadership skills, utilize theory, such as Sanford’s Challenge and Support (1962) to support

the growth and development of peers and students, and share my learning and knowledge of the

field. This has helped me develop systems thinking skills to affect positive change within the
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institution and envision how decisions, policies or practices will impact the community, students,

or staff and faculty. Artifact B (Mission Statement) highlights my professional values as a

community college practitioner, my commitment to continue to reflect on how my identities and

privilege impact my work, while challenging my peers to do the same, and emphasize growth and

development within the field. In addition, Independent Study (SDAD 5960) allowed me to explore

pedagogy as a Curriculum Assistant, which included an opportunity to teach a lesson on Basic

Needs for the American Community Colleges course. Also, through informational interviews I

connected with Student Affairs leaders gaining feedback to strengthen my development plan and

affirming many of my choices about how to navigate my career after finishing the SDA program.

In Artifact F (Professional Development Plan), I emphasized the areas which I feel I need

to prioritize most moving into the next three years. I aim to focus on enhancing my leadership

effectiveness, by learning from leaders in the field through mentorship, seeking leadership roles in

committees and conferences, and utilizing remaining coursework to take Emotional Intelligence

(MGMT 5335) course to enhance my ability to connect with others and lead effectively.

Conclusion

Throughout my time in the SDA program, my learning and development, academically and

professionally, allowed me to gain a greater understanding of the profession and of myself as a

practitioner. Engaging critically with coursework guided by the ten learning outcomes afforded

me the opportunity to develop knowledge and skills to enhance my professional identity, further

my understanding of social justice, and focus on areas of growth to be prepared to move forward

as an emerging leader in the field. Utilizing thoughtful reflection and holding strong to my personal

values I will continue to develop my skills in the SDA learning outcomes to navigate the Higher

Education landscape knowing that I am a capable and competent professional.

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References

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
affairs. Jossey-Bass.

Renn, K. A. (2003). Understanding the identities of mixed-race college students through a

developmental ecology lens. Journal of college student development, 44(3), 383-403.

Strayhorn, T. L. (2018). College students' sense of belonging: A key to educational success for all
students. Routledge.

Yosso, T. (2005) Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race, Ethnicity, and Education, 8, 69-91.